SL 1c & d – initiate and participate in collaborate discussions (cooperative groups), building on ideas, questioning and challenging ideas; synthesizing other points of view, evidence, contrasts
2, 3, 4
L 3; L 6 – learning and applying academic language
WS 1 – write arguments to support claims, using logic and evidence
WS 7 – research projects–short and extended—solving a problem, synthesize multiple sources
WS 9 – draw evidence from texts to support reflection, analysis, research
Skills
Research skills
9th: Teacher provides evidence (or some evidence) & focus on how to find credible sources and look for biases.
10th: ½ Teacher provides evidence & ½ student found
Note: Ethos is creditability, authority, and evidences that provides the power to speak = Ethos.
Citations
Logical Fallacies
Debate
Tone
Connotation, denotation, diction
Loaded words
Purpose (author's purpose)\
Evaluate creditable sources
Gist
Audience
Synthesis
Paraphrase/summarize
Concepts
Students create an argument: what does text(s) say, develop and defend a position NOTES: Arguments – Students create an argument “They Say/I Say”
ERWC Prompts
What does Text/do texts day?
Take and develop a position
Defend position with reasons (Topic Sentence) & Evidence (Experience, Observations, Academic Texts, Concreate Details)
Students need to know
Author’s opinion
Reading and writing with and against the grain
Academic vocabulary
Multiple texts/complex text
Reading Selections
Writing Task
11 & 12thgrade
Multi- Draft
Multi Drafted Prompts need to include:
Series of guiding Q’s
Multiple sources
Sophisticated argument
Provide information
Figurative language
Synthesis
Identify & explain essential claims and provide own opinions.
Counterargument
Inference text/evidence
Experiential observations, inferences and evidence
Diction, voice, tone, in their writing, writer style, organization.
Multi – Draft Papers need to have the following:
Multiple reading and sources as a means to strengthen thesis.
Position/thesis
Essential claims, own opinions
Counterarguments
Inferences from text, evidence, and experiential observations
Student writer need to consider audience and purpose
Student writer needs to include: diction, voice, tone, writer style and organization
MLA Citations – more carefully
Create a Work Cited page
Prewriting Need:
Providing Model papers (wing it until we have those papers)
Graphic organizers/Outline: Now student designed and generated
Unpack prompt – on their own
Use of Formal vs. Informal language and use of jargon (language used in articles)
Plagiarism: paraphrase 5 to 1 vs. Direct: partial and quotation.
Revision Need:
10 & 11thgrade
10th grade prompts for on demand argumentative writing should follow this pattern:
Explain ___’s argument, and discuss the ways in which you agree or disagree with his views. Support your position by providing reasons and examples from your own observations, experiences, or readings.
11th and 12th grade prompts will ask students to take a more nuanced (qualified) argument. It will ask students to acknowledge the comprehensive nature of the argument; to consider both sides of the argument. It will also require students to provide specific, credible evidence in academic language.
Standards to be covered
Skills
Concepts
Students create an argument: what does text(s) say, develop and defend a position
NOTES:
Arguments – Students create an argument “They Say/I Say”
Reading Selections
Writing Task
11 & 12th grade
10 & 11th grade
10th grade prompts for on demand argumentative writing should follow this pattern:
Explain ___’s argument, and discuss the ways in which you agree or disagree with his views. Support your position by providing reasons and examples from your own observations, experiences, or readings.
11th and 12th grade prompts will ask students to take a more nuanced (qualified) argument. It will ask students to acknowledge the comprehensive nature of the argument; to consider both sides of the argument. It will also require students to provide specific, credible evidence in academic language.
Interim Assessment